1). Instructional Decision Teaching - What I did during my lesson worked very well. I first decided to have the students start with a worksheet to assess their abilites and prior knowledge. I then worked with the students in the board and went through examples together to show modeling. I learned that alot of student's are well aware of the money aspect of math because they deal with money on a regular basis. I maintained the alignment of the objectives by constantly having them be aware of the value of every coin and how change is made. They completed the objective as a pre activity, during the lesson and also at the end of the lesson. There were no modifications that were needed for indiviual needs.
2.) The evidence became apparent that the objectives were being understood by having the students participate indivually and as a group to solve problems together. They also were not able to move on to the next level in the technology part of the lesson without getting at least five correct and by walking around the room the children were assessed informally by observing the amount of questions answered correctly and incorrectly being that they were posted on the screen to view. The comments from my classmate support this view because they agreed that that informal assessment is the best way to know if the students are understanding the material or not. I noticed while teaching this lesson that the students were not under pressure prefomring the informal assessment so I felt that they were assessed more fairly. Also, the student's seemed to move on to medium much faster than I even anticipated meaning that they for sure understood the material. They were also given a formal assessment at the end involving a worksheet. They were to complete the worksheet and that would be yet another way to assess the children's understanding of the material being presented.
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